lessons learned from data-rich science education projects stephen pompea and doug isbell public...
TRANSCRIPT
Lessons Learned from Data-Rich Science Education Projects
Stephen Pompea and Doug IsbellPublic Affairs and Educational Outreach
National Optical Astronomy ObservatoryTucson, Arizona
NVO Education MeetingBaltimore July 12, 2002
Educational Projects are hard, and require specialized expertise
Right approach Right resources Right project team Right tradeoffs Right testing Right
dissemination Right professional
development
NVO Education MeetingBaltimore July 12, 2002
Attributes of Best Projects: 1. Backwards Design
NVO Education MeetingBaltimore July 12, 2002
Attributes of Best Projects:2. Pedagogy
Inquiry or guided inquiry
Responsive to National Science Education Standards
Problem-based learning
Multidisciplinary or complex (opposite of drill/rote) Deeper!
Built in, authentic assessment
NVO Education MeetingBaltimore July 12, 2002
Attributes of Best Projects:3. Learner Control
The learner controls investigations, exploration of deep content, the research process, data and image processing, and presentations.
Example: Astronomy Village
NVO Education MeetingBaltimore July 12, 2002
Attributes of Best Projects:4. Powerful Tools
NVO Education MeetingBaltimore July 12, 2002
Attributes of Best Projects:5. Professional Development
NVO Education MeetingBaltimore July 12, 2002
Attributes of Best Projects:6. Diverse Project Teams
Scientists Technologists Teachers More Teachers Professional
Developers Media experts Testers “Hybrids”
NVO Education MeetingBaltimore July 12, 2002
Attributes of Best Projects: 7. Time Domain and Urgency
Compelling Need to do
something now Need to use tools
now Need to get resultsExample: NASA Classroom of
the Future’s remote sensing projectExploring the Environment
NVO Education MeetingBaltimore July 12, 2002
Example: The Journey North
NVO Education MeetingBaltimore July 12, 2002
Example: LSST and Time Domain Data
Discovery projects Role fulfilled by Large
Synoptic Survey Telescope
Q. What is the value of data to scientists, educators, students, and public? Is it equal?
Q. Should (can) discoveries be reserved?
NVO Education MeetingBaltimore July 12, 2002
Should we focus on integrating with existing projects?
“Diffusion Time, Less Risk” Less Cost?Remember NSF-good at starting new
prototypes, but …
CLEA (NSF) Hands-On Universe (NSF) Hands-On Astrophysics
(NSF) Astronomy Village:
Investigating the Universe (NASA)
Astronomy Village: Investigating the Solar System (NSF)
NVO Education MeetingBaltimore July 12, 2002
Should we focus on data tools?
NIH Image example Robust Powerful Easy to Use Progressive Extendable Intuitive For formal and
informal
NVO Education MeetingBaltimore July 12, 2002
Can sonification be developed as an effective educational tool?
Charles Dodge and the Earth’s Magnetic Field (1971)
Marty Quinn (2002)Climate SymphonyMars Gamma Ray Spectrometer Data Set
Test program this fall: NOAO and University of Arizona’s Lunar and Planetary Lab
NVO Education MeetingBaltimore July 12, 2002
Can NVO appeal to non-astronomy teachers?
NVO Education MeetingBaltimore July 12, 2002
Can NVO education efforts build on the earth science education efforts?
Snowmass “Revolutionary Manifesto”
Digital Library for Earth System Education
NVO Education MeetingBaltimore July 12, 2002
What about planetary data?
NVO Education MeetingBaltimore July 12, 2002
Conclusion: How can an EPO effort co-evolve with the NVO effort?
Both are evolving in a changing (or stable) environment
Punctuated equilibrium How do we keep the
advisory group going? How much money/time
is needed to create a plan and to implement it?